DOCSLIB.ORG

History of Peace Psychology Macnair.Pages

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
History of Peace Psychology Macnair.Pages Te Interweaving Treads of Peace Psychology by Rachel M. MacNair Peace psychology can be defned as "the study of mental processes that lead to violence, that prevent violence, and that facilitate nonviolence as well as promoting fairness, respect, and dignity for all, for the purpose of making violence a less likely occurrence and helping to heal its psychological effects" (MacNair, 2003). Another defnition is that "peace psychology seeks to develop theories and practices aimed at the prevention and mitigation of direct and structural violence. Framed positively, peace psychology promotes the nonviolent management of confict and the pursuit of social justice, what we refer to as peacemaking and peacebuilding, respectively" (Christie, Wagner, & Winter, 2000). Tough peace psychology has links within all branches of psychology, there are especially strong links to social psychology, political psychology, community psychology, and positive psychology. Peace psychologists have developed a number of themes over the years. Te psychological causes of war and other forms of violence is one such theme, as well as the psychological consequences. Along with these are the causes and consequences of behavior intended to counter violence, commonly referred to as nonviolence or nonviolent action. Other remedies to violent behavior include peace education and confict resolution. In early years, focus was on international affairs. Trough time those interested in peace psychology have more commonly thought that other forms of violence are precursors to war, share with war many of the same causes and consequences, and are threats to peace even in the absence of outright war. Tese include domestic violence, hate crimes, the death penalty, abuses of medicine, and institutional arrangements which foster poverty or environmental degradation. Roots Most historians of psychology trace the founding of modern psychology to a specifc event, Wilhelm Wundt's establishing the frst experimental laboratory in 1879. Yet psychology has philosophical roots going back to ancient times. In the same way, historians of peace psychology can cite the essay of William James, Te Moral Equivalent of War, as an event that launched the sub-discipline of peace Interweaving Treads of Peace Psychology 2 Rachel M. MacNair psychology. Yet peace psychology builds on long- standing musings about the mental processes and behavior of war and peace. In ancient Judah and Israel, several prophets proposed (to put it in psychological terms) that the cause of war was continued adherence to unhealthy social norms which included exploitation of the poor, greed, lying, and worship of multiple gods that approved such behavior. Tey advocated that establishment of peace required adherence to standards of behavior that were universal and involved justice, care for the poor and attention to only one divine authority. In ancient India, Siddartha Gotama Buddha (c. 563-c. 483 BC) proposed that suffering was caused by desires, and peace would be found through the discipline of detachment. He offered several principles, including compassion and nonviolence, as essential to the individual's spiritual well-being. In the 200s BC, a war-prone king named Ashoka converted to the Buddhist point of view with an immediate effect of establishing a much more peaceful kingdom in his portion of India. In ancient China, Confucius (c. 551- c. 471 BC) proposed that war came from disharmony and would be best remedied when individuals conform to an ideal harmonious and hierarchical social order. By contrast, Lao Tse (c. 604 - c. 531 BC) offered the Tao Te Ching, which suggested individuals should ignore social dictates and seek to be in tune with the patterns of the universe involving balance, harmony, and compassion. Te ancient Greek playwright Aristophanes (c. 447 - c. 380 BC) suggested in his play Lysistrata that the psychology of war was that of the arrogance of men and their lust for political power. Te play was a comedy in which the women of the opposing sides, lacking the same arrogance, coordinated a sex strike to stop the fghting. First-century Middle Eastern Christian writer James, one of three leaders in the Jerusalem Church, author of an epistle, and by tradition the brother of Jesus, proposed as a psychological cause of war that people had excessive desires for material wealth or prestige that they could not get, and that people were bent on murder when envious and wanting something they cannot have (James 4:1-2). In the same era, people circulated Gospels and letters for the new movement which recommended loving one's enemies, character development, charity works, Interweaving Treads of Peace Psychology 3 Rachel M. MacNair spiritual disciplines, human equality and concern for the poor, acceptance of martyrdom if necessary, and other practices which relate to establishing peace. More recently, seventeenth-century Czech education reformer Jan Amos Comenius (1592-1670) proposed that the means to peace is education which is international and universal. Beginning in 1628, he published a series of books on educating for understanding between countries of different religions, languages, and ways of life. He argued that all should be educated with universally-shared knowledge regardless of gender or social class. He was invited to several European countries to help reform schools, and earned the title "Teacher of Nations." Early nineteenth-century English Quaker writer Jonathan Dymond (1796-1828) wrote a treatise on the causes and effects of war, collecting and articulating in a coherent framework the ideas of many Quakers and other pacifsts of the time (Dymond, 1824). He used philosophical reasoning that foreshadows many current psychological concepts. Quotations from his work could be used to illustrate, among other things, the psychological dynamics of arms races, the effect of war on violent behavior of a community afer it is over, the pressures of destructive obedience to authority, habits and associations, the sequential steps or "slippery slope," the dynamics of noncooperation, stress causing over-simplifed thinking in policy-makers, and even the use of war as a diversion from scandal as portrayed more recently in the Hollywood movie Wag the Dog (Levinson, 1998). Peace psychologists developed each of these themes throughout the twentieth century with psychological research. In 1905, American writer Mark Twain wrote the short story called "Te War Prayer." Tis is still used as a classic literary description of the phenomenon of "war hysteria," a colloquial term for a state of mind which is enthusiastic about war, ignores its predictable effects, oversimplifes both the villainy of the enemy and the issues involved in the dispute, and uses reasoning starkly different from everyday life, making it puzzling to those not caught up in its emotion. Later psychologists like William James (1910) and Lawrence LeShan (1992) tried to defne further and explain the phenomenon. Mark Twain also proposed that greed was a motivation toward war in his parody of "Te Battle Hymn of the Republic." (Both Twain works can be found in Anderson, 1972). Interweaving Treads of Peace Psychology 4 Rachel M. MacNair Early Days As previously mentioned, William James wrote the classic essay Te Moral Equivalent of War in 1910. James was of course prominent in establishing the feld of psychology and wrote what has become a classic introductory textbook, Te Principles of Psychology (1890) which had widespread use for decades. With this essay, James also set the stage for the sub-discipline of peace psychology, though the term was not yet current. Te essay argues that the aspects of war that make it psychologically appealing should be replaced by nonviolent alternatives that achieve the same appeal. James identifed six such aspects. One was pride in one's self coming from belonging to and helping a greater group. Tis gives a sense of vitality as part of a vast undertaking. Te second was that war can give meaning and purpose to an otherwise boring life. Tirdly, it can allow for projection of self- doubts or self- hatred onto someone else. Anxieties are re-directed to a more comfortable target. Fourth, group cohesion improves when faced with an external threat. Arguments stop when there is a common enemy. When the war is over, quarrels return. Many remember fondly the sense of unity. Fifh, some admirable virtues are involved. Tese include discipline, courage, and self-sacrifce for the greater good. People like to think of themselves as having and demonstrating such qualities. Finally, the anxiety of uncertainty vanishes when war hysteria arrives. Later peace psychologists have further developed each of these concepts. Te development of the nonviolent alternatives has also continued throughout the twentieth century. Vast grassroots movements provided the experience necessary for more sophisticated theoretical developments. In fact, if the current population of all the countries which were touched by major nonviolent movements in the twentieth century were added together, the fgure would be almost three billion people, or 64% of humanity (Wink, 1998, pp. 116-117), providing a rich base for studies that are still on-going. Meanwhile, early luminaries of psychology had their own activities relating to peace behavior. For example, Ivan Pavlov, famous for experiments on conditioned responses, in 1930 promoted a petition arguing "that the present armament policies do not furnish any safety to the peoples of the world and in fact, lead all nations to economic disaster. Tat this policy makes a new war inevitable. Tat in the future every war will be a war of extermination. Tat the declaration of peace in behalf of governments remain futile as long as these governments keep on delaying Interweaving Treads of Peace Psychology 5 Rachel M. MacNair disarmament, which should be the logical sequel to renouncing war" (Nathan & Norden. 1968, p. 106). Also being developed in this time period was the idea that a major part of establishing peace required education for peace. As early as 1912, Maria Montessori starting publishing a series of books in various languages on her teaching method.
Load more

Recommended publications
  • Nonviolence and Peace Psychology
    Nonviolence and Peace Psychology For other titles published in this series, go to www.springer.com/series/7298 Daniel M. Mayton II Nonviolence and Peace Psychology Intrapersonal, Interpersonal, Societal, and World Peace Daniel M. Mayton II Lewis-Clark State College Lewiston ID USA ISBN 978-0-387-89347-1 e-ISBN 978-0-387-89348-8 DOI 10.1007/978-0-387-89348-8 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009922610 © Springer Science+Business Media, LLC 2009 All rights reserved. This work may not be translated or copied in whole or in part without the written permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York, NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Foreword The UNESCO constitution, written in 1945, states, “Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed.” This is an appeal for peace psychology. It is a call to understand the values, philoso- phies, and competencies needed to build and maintain intrapersonal, interpersonal, intergroup, and international peace.
    [Show full text]
  • When Did It Happen? Where in the World?
    NAME _________________________________________ DATE _____________ CLASS _______ Greek Civilization Lesson 1 Greek Culture ESSENTIAL QUESTION Terms to Know myth a traditional story that explains a culture’s What makes a culture unique? beliefs or part of the natural world ritual words or actions that are part of a religious GUIDING QUESTIONS ceremony 1. How did the ancient Greeks honor their gods? oracle a priestess who speaks for the gods and answers questions about what will happen in the 2. Why were epics and fables important to the future ancient Greeks? fable a story that teaches a lesson 3. How did Greek dramas develop? oral tradition the custom of passing stories from 4. What ideas did the Greeks express in their art one generation to the next by telling the stories and architecture? out loud drama a story that is told by the actions and spoken words of actors tragedy a drama in which characters struggle to overcome problems, but fail comedy a drama that tells a humorous story Where in the world? Copyright by McGraw-Hill Education. DOPW (Discovering our Past - World) RESG WhenChapter 08 did it happen? Map Title: Greece File Name: C8_L1_wsresg_01A.ai Map700 Size: 39p6 b.c. x 20p0 600 b.c. 500 b.c. Date/Proof: Feb 3, 2011 - First Proof 2018 Font Conversions: December 8, 2015 c. 700s b.c. Homer You Are Here in c. 550 b.c. Aesop’s c. 500s b.c. Greek creates the Iliad and the History fables are written architects begin Odyssey using marble columns 89 NAME _________________________________________ DATE _____________ CLASS _______ Greek Civilization Lesson 1 Greek Culture, Continued Greek Beliefs The Greeks believed in many gods and goddesses, and they told Marking myths about them.
    [Show full text]
  • Aristophanes' Lysistrata Today
    DIDASKALIA 9 (2012 ) 1 Risk-taking and Transgression: Aristophanes' Lysistrata Today Michael Ewans! The University of Newcastle Robert Phiddian! Flinders University Lysistrata, first performed in 411 BCE, is an Old Comedy about a fictional sex strike by the women of Greece designed to stop the Peloponnesian War. At a dark moment, when defeat appeared to be looming for Athens, the play provided a fantasy of peace. In recent decades it has been the most often revived and taught of Aristophanes’ plays, with 119 performances worldwide in the years 1990–2010, according to the Archive of Performances of Greek and Roman Drama.1 This piece, a collaboration between a translator and theatre researcher (Michael Ewans) and a Greekless literary scholar (Robert Phiddian), recounts a small part of that performance history, a part that sheds light on how this play translates (both literally and culturally) from fifth-century Athens to twenty-first-century Australia. The performances examined are a full-scale production designed to test and perfect Ewans’s new translation of the play at the University of Newcastle (New South Wales) in 2005, and a series of dramatised readings of the play (in the context of a course on comedy and satire) performed at Flinders University in Adelaide between 1998 and 2009, initially with Alan Sommerstein’s translations published by Penguin and subsequently with Ewans’s translation. Lysistrata remains popular not just because it is good, but also because it remains topically significant for its antiwar message and the apparently feminist premise of women taking over public affairs.2 These causes of popularity are potentially a two-edged sword for understanding the play, as relevance can be bought at the price of anachronism and distortion of meaning.
    [Show full text]
  • Download an Explorer Guide +
    CARTAGENA SPAIN artagena is a historic port Ccity located on the southeast Mediterranean coast of the Iberi- an Peninsula. As it has been from ages past, Cartage- na remains an important outlet to the Mediterranean. When sailing into port it is easy to imagine that this is the exact same sight that awaited the ships of the early Phoenicians, Greeks, Carthaginians, Romans, Byzan- tines, Moors, Barbary Coast pirates, the Spanish Ar- HISTORY mada and ships from France and Great Britain. From Archeological evidence of human habitation along the southeast coast as far back as the 1500s up through today, Cartagena of the Iberian Peninsula dates back to the Bronze Age, 3,000 years functions as the Mediterranean home port for Spain’s BC. Artifacts from this period have been discovered throughout this navy. Always linked with the sea, whether through part of Spain. The earliest known settlers seem to have migrated to the trade, the military, fishing or recreation, Cartagena pro- region from what is now central Europe. As they had done throughout vides a safe anchorage for all. much of the Mediterranean, by the 1st Cartagena is in the Autonomous Community of the millennium BC intrepid Phoenician sailors, soon followed by the Region of Murcia, one of the seventeen Autonomous Greeks, established numerous trading posts all along the Iberian Communities that make up Spain. The capital of the coast. The Phoenicians and Greeks were peaceful and interested in region is in the city of Murcia while the Regional As- expanding trade. By the early 200s BC, Carthaginians were spreading sembly meets in Cartagena.
    [Show full text]
  • Marcus Porcius Cato Salonianus
    Marcus Porcius Cato Salonianus Marcus Porcius Cato Salonianus or Cato Salonianus (154 BC- ?) was the son of Cato the Elder by his second wife Salonia, who was the freedwoman daughter of one of Cato's own freedman scribes, formerly a slave. Centuries: 3rd century BC - 2nd century BC - 1st century BC Decades: 200s BC 190s BC 180s BC 170s BC 160s BC - 150s BC - 140s BC 130s BC 120s BC 110s BC 100s BC Years: 159 BC 158 BC 157 BC 156 BC 155 BC - 154 BC - 153 BC 152. BC Marcus Porcius Cato (Latin: M·PORCIVS·M·F·CATO[1]) (234 BC, Tusculumâ€âœ149 BC) was a Roman statesman, surnamed the Censor (Censorius), Sapiens, Priscu Marcus PORCIUS Cato Salonianus. HM George I's 59-Great Grandfather. HRE Ferdinand I's 55-Great Grandfather. Poss. Agnes Harris's 50-Great Grandfather. ` Osawatomie' Brown's 65-Great Grandfather. Wife/Partner: ? Child: Marcus Porcius Cato. _ _ _Deioneus (King) of PHOCIS +. Marcus Porcius Cato Salonianus or Cato Salonianus (154 BC- ?) was the son of Cato the Elder by his second wife Salonia, who was the freedwoman daughter of one of Cato's own freedman scribes, formerly a slave. Life. He was born 154 BC, when his father had completed his eightieth year, and about two years before the death of his half-brother, Marcus Porcius Cato Licinianus. He lost his father when he was five years old, and lived to attain the praetorship, in which office he died. [Gellius, xiii. 19.] [Plutarch, "Cato the Elder", 27.] He was father of one son also called Marcus Po..
    [Show full text]
  • LYSISTRATA Animation Transcript
    LYSISTRATA Animation Transcript Timecode Script 00:00:00 Title Plate LYSISTRATA by ARISTOPHANES 00:00:04 To put an end to the Peloponnesian war, Lysistrata persuades women from all over Greece to go on a sex strike until the men agree to make peace. 00:00:15 Lysistrata hatches a plan with the older women to seize control of the Acropolis, where the city treasury is kept. 00:00:22 The men attempt to smoke the women out of the Acropolis but the women extinguish the fires and triumphantly drench the men. 00:00:31 When a magistrate, a proboulos, arrives to retrieve funds for the war Lysistrata berates him about the losses that the women have been forced to bear. 00:00:38 Text Card Women have to take on more than twice your burden. Firstly it’s us giving birth to children, then we send them off as soldiers. 00:00:49 The women dress the magistrate up in their clothes, and send him away humiliated. 00:00:57 As the strike continues the sex-starved men of Greece become increasingly desperate. 00:01:04 A Spartan Herald approaches the Acropolis and finds the magistrate outside. He explains the desperate situation of his countrymen and they both agree that a treaty is required. 00:01:18 Delegations from Athens and Sparta meet to discuss the treaty. Lysistrata appears with her naked handmaid, Peace. The men’s eyes are fixated on Peace as Lysistrata chastises them for treating each other so badly and reminds them that they previously helped one another.
    [Show full text]
  • Lysistrata: the Ritual Logic of the Sex-Strike
    Lysistrata: the Ritual Logic of the Sex-strike by Camilla Power (Lecturer in Anthropology, University of East London) Aristophanes, born about 450BC, was at the height of his powers during the Peloponnesian War between Athens and Sparta. His three comedies of sexual subversion — Λυσιστρατη (Lysistrata), Θεσµoφoριαζoυσαι (Thesmophoriazusai) and ’Εκκλησιαζoυσαι (Ekklesiazusai) — are the remaining examples of what may have been a traditional ‘feminist’ or gynocratic theme in Old Athenian Comedy. In this paper I intend to show, with particular reference to Lysistrata, that there is a ritual logic inherent in the structure of these plays, and in the myths, rites and cults to which they allude. Such logic, I would suggest, is derived from a very ancient template, the influence of which persisted in Greek women's ritual culture down to Aristophanes' time. The theme – Γυvαικoκρατια The idea of women performing roles of men, i.e. taking part in the business of the πoλις (polis) as opposed to that of the ’oικoς (oikos), the sphere of domestic management, seems to have been inherently comic to the Greek citizen of Aristophanes' Athens. The only public sphere of activity open to women was ritual and sacerdotal. That the male audience's laughter would have been, to an extent, a nervous release, chanelling anxieties about male status, can be deduced from the traditional theme of γυvαικoκρατια — rule of women — in Greek myth and art. We have, for example, the battles fought with the Amazons at the heart of Athens celebrated in the Parthenon friezes — in na, a goddess herself Amazon at heart; the myths of theεthe temple of Ath Danaids, and of the Lemnian women, archetypal figures of female rebellion, indeed of sex-strike.
    [Show full text]
  • Greek Drama As Feminist Window on American Identity 1900-1925
    Pre-print version of article forthcoming in K. Bosher, F. Macintosh, J. McConnell and Patrice Rankine (eds. 2014) The Oxford Handbook to Greek Drama in the Americas The Migrant Muse: Greek Drama as Feminist Window on American Identity 1900-1925 Edith Hall (KCL) The Quest for a New Muse Just before the academic rediscovery of ancient Greek drama in performance in the 1880s, Walt Whitman appealed for a new form of poetry to replace worn-out classicism, in ‘Song of the exposition’ (1871): Come, Muse, migrate from Greece and Ionia; Cross out, please, those immensely overpaid accounts. That matter of Troy, and Achilles’ wrath, and Eneas’, Odysseus’ wanderings; Place ‘Removed’ and ‘To Let’ on the rocks of your snowy Parnassus... For know a better, fresher, busier sphere – a wide, untried domain, awaits, demands you. But what, precisely, would be the nature of the Muse’s fresher, busier, untried North American domain? If she was to migrate from Greece and Ionia, how was she to adapt herself to a new destination far from her original home? This chapter looks at some ways in which American Modernist feminists used the Muse of Greek drama in the reconfiguration of American identity. Fifty years later, on July 7th 1921, Calvin Coolidge, Vice-President of the USA, addressed the American Classical League at UP in Philadelphia. Despite the tumultuous history 1 Pre-print version of article forthcoming in K. Bosher, F. Macintosh, J. McConnell and Patrice Rankine (eds. 2014) The Oxford Handbook to Greek Drama in the Americas of the intervening decades, he still defended the American tradition of classical education, even while confessing his desire for a distinctively American identity: We do not wish to be Greek.
    [Show full text]
  • Viewpoint That Fifth- Century B.C.E
    University of Alberta From Elite to Inclusive: Lysistrata and Gender, Democracy, and War by Giorgia Cinzia Severini A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Arts Department of Drama ©Giorgia Cinzia Severini Spring 2010 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission. Examining Committee Dr. John A. Hawkins, Drama Dr. Rosalind Kerr, Drama Dr. Selina Stewart, History and Classics Abstract Aristophanes’ comedy Lysistrata has been a favorite choice for anti-war activists since its first production in Athens in 411 B.C.E. as a response to the Peloponnesian War. In 2003, Lysistrata was chosen for the Lysistrata Project, a global theatrical protest against the United States’ planned invasion of Iraq. The Project was created in New York City but grew to involve participants from 59 countries. In this thesis, I examine Lysistrata in its original context of the Peloponnesian War, then I move on to the Lysistrata Project in the context of American democracy and modern Greece.
    [Show full text]
  • Seventeen Early Peace Psychologists
    Seventeen Early Peace Psychologists By Floyd Rudmin Rudmin, Floyd (1991). Seventeen Early Peace Psychologists. In Journal of Humanistic Psychology, Vol. 31, No. 2, Spring, pp. 12-43, 1991 Sage Publications, Inc. Floyd Webster Rudmin is a boundary crosser. In many societies (e.g., the Inuit), boundary crossers are obliged to try to interpret and intercede for those on either side of the boundary. Dr. Rudmin completed a B.A. in philosophy at Bowdoin College in Maine, an M. A. in audiology at SUNY Buffalo, and a Ph.D. in social psychology at Queen University in Ontario. He has lived and worked in the United States, the Philippines, Japan, and since 1978 in Canada. His spouse, Toyoko, is Japanese. Their children are schooled in French. The primary focus of Dr. Rudmin research is the psychology of ownership and possession. He is currently an assistant professor in Queen Faculty of Law and School of Business. History of psychology is his pleasure. Peace is his passion. Summary Peace psychology has a history that is both long and prominent. However, that fact is little known and little appreciated, even among contemporary peace-activist psychologists. This article presents 17 brief biographies of psychologists who are part of this important heritage: Pythagoras, Jeremy Bentham, Franz Brentano, William James, August Forel, Ivan Pavlov, Sigmund Freud, James McKeen Cattell, Mary Whiton Calkins, Alexander Chamberlain, Alfred Adler, William McDougall, Edward Tolman, Gordon Allport, Gustav Ichheiser, Margaret Mead, and Charles Osgood. It is important that more recognition and appreciation be given to the long and prominent history of psychology in peace research and peace activism.
    [Show full text]
  • Peace Psychology Newsletter of the Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division of the American Psychological Association
    PEACE Psychology Newsletter of the Society for the Study of Peace, Conflict, and Violence: Peace Psychology Division of the American Psychological Association Volume 18, Number 2, ASSN 1935 – 4894 • FALL/WINTER 2009 PEACE EDUCATION: Past, Present & Future Clockwise Fall/Winter from right: 2009 Montessori student exploring the world; 2009 Peace Camp Theme; Peace Camper sharesPEACE her feelings Psychology about camp. Contents From the Editor From the Editor ............................................2 Passing the Baton ........................................ 3 his is not the column I initially wrote Some Needed Changes ................................4 for this issue of the Peace Psychology New Blood, Same Dedication......................5 T Newsletter. I tossed that one in the trash (or rather in my computer’s recycle bin) Using Assets for Peace .................................6 once I heard the October 9th announcement Michael R. Recruiting New Division Members .............7 that President Barack Obama had received Hulsizer, Highlighting Student and Early Career the Nobel Peace Prize for “extraordinary ef- Editor Research .......................................................8 forts to strengthen international diplomacy Early Career Award 2010 Announcement ...10 and cooperation between peoples.” McCain went on to state, “I think all of us Peace Psychology Explores Peace with were surprised at the decision, but I think Justice at the 2009 APA Convention........11 I was initially surprised at the selection given Americans are always pleased when their it had been 90 years since a sitting President Solutions to Intergroup Conflict: Constructing president is recognized by something on Sustainable Webs of Peace Builders ............14 (Theodore Roosevelt, 1906 & Woodrow Wil- this order.” Governor Arnold Schwarzeneg- son, 1919) had received the Nobel Peace Prize. Invited Papers ger, R-Calif.
    [Show full text]
  • LYSISTRATA by LAURA FACCIPONTI
    A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF ARISTOPHANES’S LYSISTRATA By LAURA FACCIPONTI SERIES EDITORS: W. GEIGER ELLIS, ED.D., UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Aristophanes’s Lysistrata 2 INTRODUCTION ADULT THEMES Classic Greek comedies are frequently bawdy, using physical humor, puns, and sexually explicit language. Lysistrata, due to its subject matter, is one of the most sexually focused comedies of its time. Therefore, educators should be aware that the play and this study guide contain adult themes and language. The play refers to various men exposing erections (traditionally men wore leather phalluses for this effect), and the dialogue exchanged between characters has numerous puns on the men’s physical condition. The play also contains scenes with nudity, sexual interactions, and seduction. Although the play has significant historic and literary value, it should be taught only to mature high school, junior college, and college/university students. High school teachers should follow all the steps prescribed by their school for approval of controversial subjects. Students and parents, when appropriate, should be aware of the sexually explicit nature of the play prior to reading or viewing. Alternative selections should be available. PLOT SYNOPSIS Simply stated, the plot of Lysistrata depicts Athenian women who are fed up with the Peloponnesian War, so they barricade themselves in the Akropolis. They orchestrate a sex strike in order to force their husbands to vote for peace with Sparta. The play’s action occurs on a street in Athens in front of a gate to the Akropolis, which looms in the background.
    [Show full text]